PBL联合LBL教学法在住培癌痛教学中的效果观察  

Observation on the Effect of PBL Combined With LBL Teaching Method in the Treatment of Cancer Pain in Standardization Training for Residents

作　　者：王希方 白俊[1] 岳青芳 雷雨[1] 王海鹏[1] 孙超 何莉[1] 酉鹏华 WANG Xifang;BAI Jun;YUE Qingfang;LEI Yu;WANG Haipeng;SUN Chao;HE Li;YOU Penghua(Department of Medical Oncology,Shaanxi Provincial People’s Hospital,Xi’an Shaanxi 710068,China;Department of Vasculocardiology,Shaanxi Provincial People’s Hospital,Xi’an Shaanxi 710068,China)

机构地区：[1]陕西省人民医院肿瘤内科,陕西西安710068 [2]陕西省人民医院心血管内科,陕西西安710068

出　　处：《中国继续医学教育》2023年第22期49-53,共5页China Continuing Medical Education

基　　金：陕西省自然科学基础研究计划资助项目(2022JM-601)。

摘　　要：目的 探讨以问题为导向的学习(problem-based learning,PBL)和以授课为基础的学习(lecture-based learning,LBL)在住院医师规范化培训(简称住培)癌痛规范化治疗教学中的应用效果。方法 选取2019年9月—2022年6月在陕西省人民医院肿瘤内科第一病区及第二病区进行住培的学员105名,分为对照组、PBL组、联合组,每组35名。对照组采用LBL教学法;PBL组采用PBL教学法;联合组培训开始前1周采用LBL教学法,剩下时间进行PBL教学。以标准化出科考试评价学员成绩,考试结束后以问卷形式评估教学满意程度。结果 PBL组出科成绩高于对照组,联合组出科成绩高于PBL组,对照组与PBL组相比差异有统计学意义(P=0.021),对照组与联合组相比差异有统计学意义(P<0.001),PBL组与联合组相比差异有统计学意义(P=0.034),三组相比差异有统计学意义(P<0.05)。教学满意程度评价中,在理论知识理解、激发学习兴趣、提高癌痛认识、有助于解决以上问题、提高信息获得能力方面联合组最高,PBL组次之,三组差异有统计学意义(P<0.05)。结论 在住培癌痛规范化治疗教学中采用PBL联合LBL教学法,较传统教学法和PBL教学法教学效果好,具有明显优势。Objective To explore the practical effects of problem-based learning(PBL)combined with lecture-based learning(LBL)in the standardized treatment of cancer pain.Methods A total of 105 students who underwent residential training in the first ward and the second ward of the oncology department of Shaanxi Provincial People's Hospital from September 2019 to June 2022 were selected and divided into control group,PBL group and combination group,with 35 students in each group.LBL teaching method was used in the control group;PBL teaching method was adopted in PBL group;LBL teaching method was adopted one week before the training of the combination group,and PBL teaching was carried out in the rest time.The students'performance was evaluated by standardized surgery examination,and the teaching satisfaction was evaluated by questionnaire after the examination.Results The score of the PBL group was higher than that of the control group,and the score of the combination group was higher than that of the PBL group.The difference between the control group and the PBL group was statistically significant(P=0.021),the difference between the control group and the combination group was statistically significant(P<0.001),and the difference between the PBL group and the combination group was statistically significant(P=0.034).The difference among the three groups was statistically significant(P<0.05).In the evaluation of teaching satisfaction,the combination group was the highest in theoretical knowledge understanding,stimulating learning interest,improving awareness of cancer pain,helping to solve the above problems,and improving information acquisition ability,followed by the PBL group,and the difference among the three groups was statistically significant(P<0.05).Conclusion In the standardized treatment teaching of cancer pain in residential training,PBL combined with LBL teaching method has better teaching effect than traditional teaching method and PBL teaching method,and has obvious advantages.

关 键 词：癌性疼痛 PBL LBL 联合教学法 住院医师规范化培训 教学效果 

分 类 号：G642[文化科学—高等教育学]